Teamwork Makes the Dream Work: Collaborating with Paraprofessionals for Teletherapy Success

With the rise of virtual therapy, collaboration with paraprofessionals and school staff has become essential for speech-language pathologists (SLPs). Successful teletherapy relies on the team’s ability to coordinate efficiently, from managing schedules to ensuring students receive the support they need. I’ve been fortunate to work with some incredible paraprofessionals whose dedication has been key to the success of my teletherapy practice. In this blog, we’ll explore how to build strong working relationships, clarify roles, and set your team up for success in a virtual environment.

Understanding Roles: Clarifying Responsibilities

In teletherapy, clearly defining roles helps prevent confusion and ensures smooth sessions. As the SLP, my main responsibility is delivering therapy and tracking student progress. Paraprofessionals play a key role in logistics, such as finding students, preparing students, managing behavior, and troubleshooting technology.

For example, I find it most effective when paraprofessionals focus on bringing students to their sessions and adjusting schedules as needed. This allows me to concentrate on therapy. I prefer not to have paraprofessionals correct students during sessions, as providing immediate and relevant feedback falls under my scope of practice.

That said, every SLP has different preferences. Some may welcome more involvement, particularly if a student needs additional support. Establishing these boundaries and clear communication early on ensures smoother collaboration and prevents role confusion. What's your preference?

Building Relationships and Trust

Strong, trusting relationships are the foundation of successful collaboration. Open communication is key, especially in a remote setting. One strategy that works well for me is sharing my cell phone number with paraprofessionals. This allows us to communicate quickly if schedules change due to student absences or school events. My experience with this: you lose tone and intent with text messaging. I do recommend communicating as much as possible via your video platform before and after sessions so you can learn each others communication style and tone and minimize misunderstandings.

For example, when a student had to leave early for a school event, the paraprofessional texted me, and we adjusted the session time without any disruption. Similarly, if I need to reschedule due to a sick child, I can quickly notify the paraprofessional, ensuring minimal impact on students' schedules. This real-time communication builds rapport and trust, making paraprofessionals feel confident and supported in their role.

Training Paraprofessionals: Essential Skills for Teletherapy

Equipping paraprofessionals with the skills they need to support teletherapy is crucial for a smooth virtual therapy experience. Many paraprofessionals are already skilled at working with students in person, but the virtual environment introduces new challenges—particularly around technology and student engagement.

Start by training paraprofessionals on the technology you'll use. Platforms like Zoom or Google Meet can be overwhelming for a newbie, so provide guidance on basic tools, such as logging in, setting up the camera, and managing screen sharing. Additionally, offering troubleshooting guides for common issues like poor internet connections or audio problems can prevent unnecessary delays. For instance, one paraprofessional I worked with learned how to quickly resolve a microphone issue that had previously caused a 10-minute delay.

In addition to tech skills, paraprofessionals can help manage student behavior. For instance, you might suggest they offer short breaks during long sessions or have fidgets available to keep students focused. One paraprofessional I worked with used visual timers and positive reinforcement, which significantly improved student participation. *Not that I’m recommending this, but she did bring candy sometimes which the kids found exciting.

Paraprofessionals can also assist with data collection. Simple tracking sheets for recording behavior or engagement can be invaluable for informing therapy decisions. A clear, structured method for collecting this data ensures it's useful and consistent.

Setting Clear Expectations for Student Support

Setting clear expectations from the outset is important foundation to a successful teletherapy partnership. I prefer that paraprofessionals take on logistics, like bringing students to therapy and troubleshooting technical issues, so I can focus on therapy delivery. For example, if a student’s camera stops working, the paraprofessional knows to step in immediately to fix the issue, keeping the session running smoothly.

By clarifying roles early, you create a structure that supports efficient collaboration while reducing frustration and resentment. While I value input from paraprofessionals, I make it clear that I handle all speech and language corrections to maintain consistency in feedback. This keeps therapy aligned with each student’s individualized goals.

Integrating School Staff into the Therapy Process

Teachers and school staff play a vital role in reinforcing therapy goals in the classroom. Collaboration between SLPs and teachers ensures students receive consistent support across environments.

For example, if I’m working on articulation with a student, I share the target sounds with their teacher, who can then integrate them into classroom activities. This might involve repeating specific sounds during a reading exercise or highlighting them during spelling lessons. By sharing therapy goals, teachers can support the student's progress in a more meaningful way.

Managing Time Zones and Scheduling Challenges

Using online scheduling tools like Google Calendar can streamline coordination. All team members can access and adjust the schedule as needed, reducing the chance of conflicts. For example, one school implemented a shared Google Calendar that allowed me and the paraprofessional to easily shift therapy times based on students’ availability, ensuring sessions stayed on track.

Collaboration between SLPs, paraprofessionals, and school staff is essential to delivering effective virtual therapy. By clearly defining roles, building strong relationships, and providing necessary training, SLPs can create a supportive team that ensures students receive the highest quality of care. I’ve been lucky to work with dedicated paraprofessionals who have been instrumental in making my teletherapy practice a success. When we collaborate effectively, we see better outcomes for the students we serve.

I’d love to hear about your experiences working with paraprofessionals. What has worked well for you, and what hasn’t? Feel free to DM me on Instagram @theessentialteletherapist to share your thoughts!